英语专业语言类课程的学业成绩评价策略研究
近年来，我国教育水平发展迅速，国内高等教育各领域也一直在进行有益的探索和尝试，评价改革就是其中的重要组成部分。通过借鉴国内外教育评价体系研究成果基础上，学业成绩的评价标准有广阔的完善空间。在英语专业语言类课程中主张实现评价主体和评价内容的多元化，对提高学生的语言综合能力意义重大。同时，为促进课程评价体系的进一步完善，亟须进一步科学规划和改革学业成绩评价系统。
关键词：评价;  学业评价体系;  多样化

Abstractii
摘要  iii
Introduction 1
Chapter 1 Epistemological Foundations2
     1.1 Evaluation 2
1.2 Educational Evaluation  2
Chapter 2 Literature Review 5
2.1 Domestic Literature Research5
2.2 Foreign Literature Research5
Chapter 3 Academic Evaluation Strategies of English-major Courses7
3.1 Construction of the Developmental Academic Evaluation
     System7
3.1.1 Establishing Diversified Evaluation Subjects and Highlighting Students-oriented  
     Status7
3.1.2 Focusing on Process-oriented Evaluation and Diversified Evaluation
     Content9
3.1.3 Adhering to Criteria of Selectivity, Hierarchy and Catering to Students’    
     Diversity11
3.1.4 Introducing Diversified Evaluation Measures12
3.2 Construction of Supportive System of Academic Evaluation Reform in         
English-major Language Courses  13
Conclusion 14
Bibliography15
Acknowledgment17


Chapter 1  Epistemological Foundations

1.1 Evaluation
Evaluation usually refers to judgment of one thing or person after the conclusion of analysis, through which the value of a person or thing can be reflected. A reasonable assessment of a person’s growth has very important meaning, and is conducive to their own progress, thus indicating direction of personal progress. Steps of evaluation can be divided into: appraisal system establishment, performance improvement, implementation and evaluation. In this process we can improve evaluation strategies continually so as to make the evaluation more objective and fair.

1.2 Educational Evaluation
Educational evaluation is based on teaching objectives according to scientific standards and effective use of all technical means. Teaching evaluation is the results of value judgment and decision-making activities for teaching services. Educational evaluation is the study of teaching and learning in the process.
Educational evaluation process typically includes students’ learning, teaching content, teaching methods, environment, and evaluation of teaching management factors and so on. But mainly the evaluation is for students’ learning and teachers’ teaching process. Educational evaluation lies in two core areas: evaluation of the teaching work (teaching design, organization, implementation, etc.) – with teaching assessment (classroom and extracurricular activities), evaluation of effectiveness of students’ learning – (often with examinations and tests). Evaluation methods mainly include quantitative evaluation and qualitative evaluation.
Evaluation of Education has many positive effects. At first, educational evaluation of teaching has diagnostic effect on teaching effectiveness. We can understand the situation in all aspects of teaching in order to determine its quality and level of performance and defects. Comprehensive and objective evaluation of student achievements is not only able to estimate the extent to which objectives of teaching, but also to explain reasons for poor performance, and identify the main reason. Secondly, evaluation of teachers and students can supervise and strengthen their ability development. By evaluating teachers' teaching effectiveness and student achievement are reflected. Experiences and researches have shown that within certain limits, often recording results of tests on student motivation has great excitation effect, and it can effectively promote classroom learning. Thirdly, information of education evaluation issue can make teachers and students aware of their situation of teaching and learning. Teachers and students can revise plans based on feedback to adjust teaching behavior, effectively working to achieve objectives, which is the role the evaluation of played by regulation. Finally, educational evaluation is kind of activities in which students' knowledge and skills will grow, and their intellectual and moral can also progress.
Educational evaluation requirements mainly cover four points:
(1) Purpose of evaluation and evaluation object to address directional problem.
(2) A clear evaluation of content of each specific objective evaluation.
(3) Specific preparation for evaluation of condition.
(4) Evaluation of objective data, scientific judgment.

Educational evaluation classification is different based on the role of evaluation in different teaching activities. Teaching evaluation can be divided into three types: diagnostic assessment, formative assessment and summative evaluation. Diagnostic evaluation refers to teaching activities before t study, in which readiness is evaluated to make identification in order to take appropriate measures to make teaching plan more smooth and effective. Formative evaluation in the teaching process aims at adjusting and improving teaching activities to ensure that objectives are achieved and teaching evaluation conducted to determine student learning outcomes. Summative evaluation is based on presetting teaching goals as a benchmark to achieve their goals of teaching effectiveness of evaluation object that is evaluated.
Evaluation of Education has its principles: objectivity principle, integrity principle, guiding principles and principles of scientific development.
原文链接：http://www.jxszl.com/wgy/yy/24259.html